150
A—
E       S S
— Barbecue
N
—
E   D  i a
*3
o  g  u e
At school.
1     J+ty Z
7 mi
3   Aio Z
5 AhZ
6 tl tt L
7 <&-tj Z
fg#H m X   11 L I |
Robert is cooking at the barbecue.
1 z ;
2 n * < — h z ^.ih Z \
4 u / <— }-
5 O | s— h
6 &tjZ '.
7
8 / t 'j ~
9 ^ /t & :
fT^^HSv     L J: 7
* * •
&*a, 1^1
/ r 'J - £ 4  * i n t o t ^ £ L feaN?*
L' ^ <fe, !
mam*
Michiko: Takeshi, would you like10 hm e a barbecue party tomorrow? Takeshi: That'* nice. Who will come?
Michiko: .Sue and Ruben will come. I think Mary will come. too.
Takeshi: How about Ken?
Michiko: Ken said he had a part-time job.
Takeshi: Tim bad. Shall I bring something-'
Michiko: 1 think nothing is needed.
Michiko: You are .trnod (at cooking). Do you like cooking Hubert? Robert: Yes. 1 often cook ar home. .Michiko: Shall I help you with something? Robert; Well then, cut the tomatoes, please.
Robert: Shall we start?
Michiko: Don't drink yet. Mary raid thai she would come.
Mary: I'm sorry for being late.
Everyone: Well then . . . Cheers!
0 ►sis-xas&s
S E£ Grammar
M  Short Forms
In this and the next lesson, we will learn a new paradigm of conjugation, which wo will
i
call "short forms. " Before we start worn ing about their meaning and how they are used, let us first sec what Ihey look like. It should be obvious why they are called short forms. We will list the already familiar "long forms" to the right in the rable below.
Present tense, affirmative verbs:
LV-adjectives: ^[-adjectives: noun + Iff;
Present tense, negative verbs:
I, ^-adjectives: ^-adjectives: noun +
The follow ing rules summarize how short forms are constructed.
Verbs and U-adjectives in the affirmative (a above)
■>   same as their dictionary forms ^-adjectives and noun +       in the affirmative (b above)
->   replace       with Jg tV and ^-adjectives and noun + "cl'lt in the negative (d above) replace a&D^i±A/with ftU
short forms
57C<U
writ
< Ui'
long forms
short forms
long forms
1 Various names have Iwen jfiven to rhis paradiKtii. Thrv inrlurif "plain forms," "informal furm-." antl "direct style." Long forms, on the other hand, arc often called "polite forms." "formal forms," and "distal style."
As noted in Lesson ;i, the adjective ^ ^ 1 is irregular. Its negative short form is X <
Verbs in the negative need To be analyzed in more detail, because n/-, w-, and irregular verbs conjugate differently.
Negative short forms of verbs (c above) ru-verbs: Take the final § off and add T£l\.
	-»				
u-verbs: Take the	final	-u off and add	-ana/'.		
		1MU			
					
			i		
					
					
irregular verbs:					
	->			->	■
exception:
ass    -> &u
With verbs in the negative, the following three points are worth noting.
(1) The negative short forms of verbs that end with the hiragana i arc    h £ v." instead of   & s£»i
(2) The vowel changes with the irregular verb < S.
(3) The verb & 5 in the negative is C \
^1   Uses of Short Forms
We now turn to discussion of how we utilize short forms. In this lesson, we will learn to use the short forms in the following four contexts:
• In represented, or quoted, speech ("I think . . . ." "She said . . .")
• In casual conversations, as signs of intimacy
• In making negative requests ("Please don't . . /') (See 3 on p. ]fi7.)
*This suggests that the buses of verbs like if ~) and    ■} actually end with the consonant w. This conso-
•* A
riant remains dormant when the base is followed by the vowel i. thus we have 'K'-^i where ic is lackintr, but it surfaces with die vowel u following, jt£>&\ \ This mystery consonant also exulains why the /^-form of such a verb has the small -o. jusi like verbs whose bases obviously end with a consonanh such as '£ £ and 3fO.
13d ►£gS-£j£fil5
• In expressing ideas like "I like doing . . ." or "I am good at doing . . ."
(See 4 below.)
Quotations To quote a person's utterances or thoughts, you use a clause ending with a predicate in the short form, plus H t *a X n £ Itz (They said ". . ."). H,1^1 £ f (I think that . . . ), and so forth. £ is a quotation particle, which does the job of both the English word "that" in indirect quotation and of quotation marks (" ") in direct quotation.
h Ifz&Mfr&Z >:fot^i lit* Sue said that there would be an exaut loiuarrun:
/ //»h£ Takeshi likes Mary.
Casual conversations Two people who are close friends or family members speak with short forms at the end of sentences, using them as a sign of intimacy. The use of long forms, in contrast, tends to imply the speaker's intention to '"keep a proper distance" from the listener. Shun forms, then, are like talking on a first name basis, while long forms are like using "Mr." and "Ms."
It may not be easy to decide when it is appropriate to switch to short forms. First of all. Japanese speakers are often very conscious of seniority. A year's difference in age may in many cases totally preclude the possibility of establishing a truly "equal" relationship.
*Note thai the present tense in Sue's original utterance is preserved in Mary's report. "To sa> thai you don't think something i? The ca>e. it is more common in Japanese to say it Iike~-'*i > i JSi>$ 1' (1 think thai something is not the case' than — (I don't think). Therefore:
"''(SsJi) j* T 'J - £ A. It tz it L 3 A A«*5F 5 L* * % *.»t JB i * i f " I don't think Marx likes Takeshi < —I iltink Mary doesn't like Takeshi,)
Second, license to use short forms is not mutual; senior partners may feel perfectly justified in using shnrT forms while expecting their junior partners Lo continue addressing them with long forms. Thus if somebody who is older, say. your .Japanese language professor, talks lo you using short forms, they would be greatly surprised if you should return the favor.
Here are a few observations on ihe grammar of short forms as they are used in casual conversations.
• In the casual conversational use of shorl forms, question sentences do not end with the quest ion particle fi\ but with rising intonation alone.
• The tZ ending of ^'-adjectives and noun — X"t constructions (b in the previous section) is usually dropped.
In casual conversations. U'^ and - >'> < x. are often replaced by the less formal 'J /v and
To request that someone refrain from doing something, one can use a negative verbal short form plus X < t£ | li %
Z Z X^% k SI h t£ ^X* < fz $ \ \ Please don't take pictures here.
negative short form + T<fc*£U        Please don't . . .
_____.
verb (Ditn^Tlt
Short forms are used in constructions where verbs and adjectives are to be treated as nouns. Thus fA li-W^'-ft? * X"~t / ^ <o ^'Cf can. besides describing your preference for items denoted by nouns, such as :s. also describe your preference for activities, such as swimming, drinking coffee, and studying Japanese. Add (?) to a verbal short form to express the idea of "doing x."
(% a) a ^%km&-f%w<$ \ x-r,
I like studying the Japanese language.
a)%m k^f&i'soa*^ h ^x-t0
/ don't tike cleaning wy room.
''To be good/bad at doing something" is ~£*_t-f-'C*i~ (is good at (is bad at . . . ).
) and —AH^-Ci-
Robert is good at cooking meals.
£ Ul 3 A, li & tl £ ^±   **T f f "t „ Takeshi is not a good speaker of English.
person \£   activity (verb) 0}jy
Cud r
doesti 7 //A-e doing is good at doing . is poor al doing .
It is a common mistake m use the te-form of a verb in such contexts, misled by the association between ~'Cv»5 and the verb in the -ing form in English.
Consider what i*/*— ji J & ti#4A'lztf 5 j L/; means. This sentence of course is about Robert and describes what he did. It is likely to be uttered when the topic of Robert has already been breached. Grammatically speaking, (I) the noun a><— h stands as the subject in relation to the verb ff < (he was the person who performed the going), and (2) the noun is, per the function of the particle !i, presented as the topic of the sentence (as for Robert, he went to Okinawa).
What if we both know that somebody went to Okinawa recently, and / know that it was Robert, but you don't. I will say:
ROBERT n-ent to Okinawa.
sTo describe one's skills or lack thereof, we also often use a different set of expressions, namely. £ ( i*T'r (is comforiable with . . . ) anri '■~t>ii-a:~Z "C'T (is uncomfortable w t(h . . . ).
fil,tB4-i'->''int?)*''i ( v>-;-T-    / am %uou at ww tort a hie with speaking Japanese.
is
This sentence means that Robert went to Okinawa, which in Knglish would be uttered with an extra emphasis on the name Robert. His identity is the new piece of information provided by this sentence. It is one of the functions of the particle to (1) present the subject of a sentence in a way such that (2) the noun will "fill in the blank on the information sheet.''
The "blank on the information sheet"' is a question word like tiix and f^T. The above sentence will fill in the blank left out by:
Who went to Okinawa?
As we learned in Lesson 2. a question word that is the subject of a sentence is never followed by the particle It, but always by the particle *\ As we have seen, a noun that will provide the answer to such a question is also followed b\ the particle
Which chiss is (the most) interesting?
a     (0?7X*^t L hk*Ttm
Japanese class is.
( Z $ 9 ? % -e) &fi&fttHPfe $      t ^ I WH, IT 'ho wears glasses (in this class)?
Professor Ya ma shit a does.
The word for "something" is f°7A\ and the word for "anything" in negative sentences is
Compare: X /r ft (: ?t 5 5 L /= A\,
afqtff and fqlfc «(Z SIC
"Some" and "any" in: positive statements questions
something anything? not . . . anything
negative statements
fnjfe + negative
These two words are used in places where the particles (i. and r arc expected. In these contexts, they are used on their own. without the help of particles. We will learn in Lesson 10 what to do in cases where particles other than these are expected.
cat has brought some tiring. /)/>/ tfee ftf/ epf anything? A'o, ///e* cat did not cat anything.
mms—t*
\-fhj
Expression Noles^
-—iTS^ Most irregular verbs are compounds of nouns and the verb 6 . If you have learned an irregular verb, therefore, vou luoe also learned a noun.
verbs to study
to cook
nouns study
ex. 11 £ffi©«£j|{±agl,i>?-*-r
Japanese language study is fun.
ex. n/<— K */vO.^J$t±*5i»Li»'Ci", Robert x Looking is good.
cooking
Some of these nouns can be used as the "object" of the verb "f &.
& !i H £,i/j£>^#i£ L £ L / studied Jopu/iese.
" Compare:     !iB*#*g^ t i tfc.
fe#L feA liffiMOffijljft* L £ I fe,      7V/Aex/// (■/«/;;«/ //« room. Compare: t- It L * /, li£Pffi*M L * L fe,
8IH
M
n^
Practice
LrVZ>
i Short Forms
A. Change the affirmatives into negatives.^
Example:   & < —
1. A 5
G. (2 <
9. $$.1
13. fci, 1 17. $
ft
It
6. ;i
10. < a
11. wcw
3. i"f
7. -3 < h
11. ^tH>3
15. tiVv«
4. **LfS
8. ^/v/i < to
12. &3
16. #>£ S
B. Change the affirmatives into negatives.
Example: 1
If /v * L* * i k *
1. $
13. b^f:
10. k*V*
3. V*##jL 7.
11. i * o I i n \
4. jJMb^'^-V11 8.
12. -f^tz
n Informal Speech
A. Answer the following questions in informal speech, first in the affirmative, then in the negative.
Example:   Q : X < & £ fc*< % ?
i. ^a, &5£-f-s ? 2. 4^B. ^/;ttr-^i ?
3. J: < ? 1. J: < ^jfcu^i ?
► 'State
7. hLtz.  %f}Z&% ?
11.       ^m##iSH"J ?
10. ^i§, r i x ^ i:?f < ?
12. £0 . ;&;fI1*£ ?
B. Answer the following questions in informal speech, first in the affirmative, then in the negative.
Example:   Q : 7E.fi, ?
A : -) ^ „ 7t   /1 n A, 7t *\ 1/ v- & s
ex. > a. ^
1. j^l ? 2. it I V* ?
3. 0^77X|^tU^I 4. 0^«7?X(ii L^?
A. Make a guess about Mary, using ~£||Uii£"<r. Example:   good at Japanese
1. often cooks
3. doesn't smoke
3. doesn't go home late at night
7. often goes to see movies
Ik likes Takeshi 11. a good student 13. not scary 15. not a freshman
2, drives a car
1. listens to a Japanese language tape every day
6. doesn't drink alcohol much not married
10. busy 12. not tall
11. not quiet
B. Make a guess about the person or place below and answer the following questions.
Example:   Q : - sOAii B ^At'-f^S
Picture A
2.
3. &&&& < ^Jt#^itV*i,f# 9. | <
10. | < li 1Vj%
11. 7-7 >Xfg£f§ L I tf%
Picture B
i. ^<-f^
7. Z Z CO A. li Jj < & J * 1" *\, & I < L |
Make a guess about the following things, using ~£,UUS
1. the weather tomorrow
2. the next test
3. whal your classmates will do tomorrow
0
A. Report what the following people said, using -tl^ruSLttjj Example:   $ T % -/^m±'\t I v>t r
A : Uv£f^Tvv| LA-0
1. $ £££ L* a" h') t
2. h L LJHP*
,'5. #£M:fi/v-C-^Tc
i(l. i L                <        ') | fe4Um
11. & 5 -3 -t(iS7*ffl* f) if-,
12. fc^o-C(i*u-e-r=
B. Pair Work—Ask your partner the following questions. Take notes and report to the class later, using — £lio"CUSUfc.
1. iSsfUifTS L £ iVr,
3. B^CO^t~%/B^^t^:i Ef & £ A ^ t £1. 1. ^XgjA^H'C-f^
h
What would you say when you want someone . . .
Example:   noi to look at >our photo     * Xfr^ *"C* ( tz $
1. nol to speak English 2. not to call you
3. not to come to your house 4. not to go
5. not to smoke R, not to sleep in class
7. not to forget S. not to stare at you
9. not to start the class yet 10. not to be late
11. nor to erase the blackboard j et
(.Z < \£A,)
A. Tell what Mary is good/poor at, using ±#"C3" or"F^ZrT. N)
Example:   tennis (good)
swimming (poor)
1. French (good) 2. video games (poor)
3. cooking (good) 1. making sushi (poor)
5. speaking Japanese (good) li. taking pictures (good)
7. driving a car (good) 8. eating with chopsticks (good)
9. writing love letters (good) t»WT?J
B. Pair Work—Ask if your partner likes to do the following activities. Example: studying
A : & Si # I 0     11-f£\ S^^jfflt
B:aV.. ********* JflwnflE
I. eating 2. sleeping 3. singing
4. doing shopping playing sports fi. studying Japanese
7. doing cleaning N. doing laundry 9. cooking
10. taking a bath 11. driving a car 12. washing a car
* If vou neither like it nor dislike it, you can use *T > X" t H ^     i h '1 i tt/U
DA,
A. Use the table below and answer the questions. Example:   Q ! fflfa&M ^"'J ^Att^:
3. /:>UH^ o | (always) $B ft *£#H:3
4. t£t\tfT- h £ L | L t-ti\,
5. 3&*t**3&&*0^^*%
Robert	British	is good at. cooking	cooks often	went to Okinawa last weekend	doesn't like cats
Mary	American	is good at skiing	does not cook	had a date last weekend	likes dogs
Sue	Korean	is good at singing	cooks sometimes	went to Tokyo lasl weekend	likes cats
Takeshi	Japanese	is good al swimming	always eats at cafeteria	had a date last weekend	doesn't like cats
B. Pair Work—Use the table above and ask your partner questions with tztilr.
vni B*,'lqr:fcU3:1*/urUfc
"   LmS-D Sic
A. You went to a party but did nothing there. Make sentences using the cues. Example:   f     T i ~ Cff I £ L (eat)
1. ><-T 4 -Cff I I I fc**, (drink)
2. ^n^^'lU/://, (sing)
3. 7-U ') I L tzb\ (watch)
1. ^7^',twU/: *\ (take)
5. ^A^.iC^^U:^ (talk)
6. ^-f- f -tiff 5 J L/i*\ (do)
B. Answer the following questions.
Example:   Q : 5 Q 1 t£ff#*ft r) $ I M*«
A : T 4 (spaghetti) jfjM I L ^
fe.v.v%&> ftift 0 I tz.
l. it *. ff**lH3 L fefo
3. f- U        (on TV) ftfr 11 I
i. #s fjf**\ i') i
5. il^, If*■ L i -fh^
A. Interview one of your classmates about any future plans and report to the class.
Example:   X - 3 & £ ?^V^ »"*|jf < K t o "C ^> | L tz
B. Pair Work/Group Work—You are planning a party. Decide on the following points and fill in the chart.
C. Class Activity—Find someone who , . .
1. likes l.o study Japanese
2. hates to do cleaning ___
■\. likes to sing
4. is poor at driving _
o. whose mother is good at cooking _ _
D. Pair Work—A and B are making plans for a one-day trip with two other friends C and D. A knows C's schedule and B knows D's schedule. Piay the roles of A and B. Discuss your own and your friend's schedules using — tlto'CUIfcL/fc, and find out which days all four of you are available.
Example:   A : +AB!i04 ft A\
A : fA li, fa t L £        ti, C * A **b^© * JL! - a < £ f ^> t
V A        ** *»
B : Z i ft^': U £ h......
Student A
As schedule
16	17	18	19	20 study	21 qui/	22 party
23	24	25	26	27	28	29 part-limp jnb
C told A that he would . . . 18th: go to see u movie 21th: meet friends 26th; go to Osaka to have fun
Student B
B's schedule
16 shopping	17 work	18	19	20	21	22 tennis
23	24 I_	25	26	27	28	29 work
D told R 1 hiii she would . . . 19th: do a part-time job 27th; so to cat Japanese cuisine 281 h: go to Kyoto to see temples